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PHCY 491 & PHCY 492

Seminar Course

Fall 2015 – Spring 2016

(Revision Date: 6-26-15)

FACULTY COURSE COORDINATORS

Area L AHEC Debby Futrell, PharmD (252) 972-6958 debby.futrell@arealahec.org Charlotte AHEC Josh Guffey, PharmD, BC-ADM, CDE (704) 579-4346 william.guffey@carolinashealthcare.org Duke Region Justin Geurink, PharmD, BCPS justin.geurink@duke.edu (919) 681-7496 Kristen Campbell, PharmD, BCPS, CPP (919) 668-7893 k.campbell@duke.edu Eastern AHEC Dionne Knapp, PharmD, BCPS, CPP (252) 744-2611 knappd@ecu.edu Greensboro AHEC Peter Koval, PharmD, BCPS, CPP (336) 832-7462 peter.koval@conehealth.com

Mountain AHEC Fall sem.: Elizabeth Michalets, PharmD, CPP, FCCP (828) 213-7494 cphelm@msj.org Spring sem: Bill Hitch, PharmD, BCPS, CPP (828) 257-4464 bill.hitch@mahec.net

Southern Regional AHEC Susan Miller, PharmD, BCPS, MBA, FCCP (910) 678-7302 Susan.miller@sr-ahec.org Wake Region Ryan Tabis, PharmD, BCPS (919) 350-6054 rtabis@wakemed.org UNC Region Suzie Harris, PharmD, BCPP (919) 843-6215 suzanne_harris@unc.edu

CLASS MEETING TIMES AND LOCATIONS IN THE AHEC/REGION

To be announced by individual AHEC/REGION Faculty Course Coordinators REQUIRED LEARNING RESOURCES

Experiential Education Manual: http://pharmacy.unc.edu/programs/the-pharmd/office-of-experiential-education/experiential-education-manual

Sakai site: https://www.unc.edu/sakai/

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COURSE DESCRIPTION AND PREREQUISITES This 1 credit hour course serves as a forum for pharmacy faculty to evaluate and provide feedback on students’ presentations to improve their written and verbal communication skills. Each semester students are required to research, develop and deliver at least one formal presentation using appropriate audiovisual media support and handouts. In addition, selected pharmacy practice topics will be discussed. Faculty members will ensure that students are achieving several required skills during their advanced practice experiences Prerequisite: Successful completion of PY3 year. DESIRED COURSE OUTCOMES

Articulate pathophysiology of diseases and pharmacology of drugs Thoroughly critique selected drug therapy (e.g. dosing, adverse effects, appropriateness) Identify potential drug-related problems Compare the merits of therapeutic options (drug and non-drug) Review primary literature supporting the use of the drug or therapy under discussion Discuss the strengths and weaknesses of the studies evaluated and state his/her opinion as

to their usefulness Identify monitoring parameters for the drug therapy under discussion Present information using accepted medical terminology Respond appropriately to audience questions regarding a patient care, drug therapy, or

therapeutic options under discussion Integrate all aspects of a patient (concurrent medical conditions and treatments, drug

therapy cost considerations) and develop a plan in writing and verbally to treat the patient appropriately

Develop professionalism skills including communication, leadership and continual professional growth

DESCRIPTION OF TEACHING / LEARNING METHODS Students will engage with course content through case study presentations and case discussion, journal club discussions and selected topic discussions. The course outcomes listed above may be learned throughout the semester using a variety of exercises, at the discretion of the faculty.

Seminar will be held no less than 8 hours per month and no more than 10 hours per month, averaged over the course of each semester (fall and spring). Actual seminar meeting frequency and duration to achieve these targets will vary by AHEC/Region and influenced by factors such as travel and geography, room availability, size of the student cohort, and human resources available for seminar coordination and attendance.

EXPECTATIONS FOR CLASSROOM DECORUM You are expected to attend and participate in seminar discussions. Your attendance and participation will contribute to your final grade. Please arrive on time and be respectful of your fellow students.

Students who will present topics in seminar must confirm the topic with faculty at least 3 weeks in advance to make sure it is not a topic already planned by another student or as a faculty exercise; local AHEC/Region faculty may require more advanced notice. All students are expected to review topic objectives, complete all reading assignments, and, if applicable, prepare homework assignments prior to class discussion. Student preparedness for class is a critical element for the active learning experience in this course. Pre-class quizzes and the collection of homework assignments may be used to evaluate preparedness for class. Students must come to class prepared to discuss case-based problems consistent with learning objectives and reading assignments. Students may be called upon randomly during class to discuss issues related to cases assigned for the day or to similar cases presented in class. Students may be required to bring computers to class and access lecture materials placed on Sakai.

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The faculty and staff consider the instructor-student relationship as collegial and respectful. As more experienced, professional colleagues, we view ourselves as mentors in your professional development. You should expect us to communicate expectations and instructions clearly and concisely. You should also expect us to provide you with relevant resources, activities, experiences and feedback to facilitate your success in the curriculum and in practice. We are fully committed to fulfilling this responsibility and we pledge to work diligently to ensure that each of you has the opportunity to be successful. In return, we expect you to behave in a professional, responsible, and ethical manner; demonstrate a positive attitude, enthusiasm for learning, and respect for yourself and others; be prepared for each session; be flexible and be accountable for your assigned responsibilities.

Student Communication of Seminar Dates to Preceptors Students are required to contact their preceptors two weeks prior to each rotation. At the time of this contact, students will advise their preceptor of seminar dates so that rotation calendars can be planned accordingly.

ATTENDANCE / PARTICIPATION All students are expected to attend seminar every month seminar is conducted in their AHEC/Region. Students who are off rotation during times that seminar is conducted are still required to attend and participate in the required seminar course even during that off month. Any absence from seminar must be approved by the seminar course coordinator prior to the affected seminar date. Do NOT presume that your excuse will be considered approved. Consequences for unapproved absences will be defined by your local AHEC/Region faculty during orientation. OUT-OF-AHEC SEMINAR Students completing PY4 practice experiences outside of their home AHEC/Region are required to participate in seminar offered by the AHEC/Region they are visiting. Students must contact the seminar coordinator in the AHEC/Region they will be visiting at least two weeks prior to their arrival to obtain details about their seminar. For students traveling to an AHEC that is geographically close to their home AHEC (UNC to Duke, for example), students may be asked to return to their home AHEC for seminar. Students should clarify their seminar location with faculty from their home AHEC and visiting AHEC, as well as their preceptor. The plan should be agreed upon in advance of the rotation. While every attempt will be made to schedule student presentations during months when rotations are being completed in the home AHEC, if this is not possible, the student may be required to travel to their home AHEC while completing an out of AHEC rotation to fulfill the requirements of seminar. Students must complete the PY4 Out-of-AHEC Seminar Attendance Form and submit it to their home AHEC faculty at the end of each semester. This form can be found in the online Experiential Education Manual. Students who have out-of-AHEC and out-of-state rotations may have make up assignments to turn in to their home AHEC. Ask your seminar coordinator about make up assignments prior to leaving the AHEC. If a student is late or misses a seminar and is NOT excused by AHEC faculty, or if the student does not submit the required Out-of-AHEC Seminar Attendance Form at the end of the semester, the student’s seminar grade will be dropped by one letter grade for each absence/tardiness.

REQUIRED SKILLS CHECKLIST As a requirement for graduation, students must document mastery of several required skills by the end of the PY4 year. Students should review the list of skills in the Experiential Education Manual with each preceptor early in the rotation and then weekly thereafter. Preceptors indicate on the student’s form when successful completion of a skill has been achieved. Failure to complete all skills by the end of the PY4 year will result in seminar course failure and possible graduation delay.

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FORMAL PRESENTATIONS BY STUDENTS Therapeutic Dilemma: Students will prepare a 30 minute presentation on a therapeutic topic that may

focus on a review of a specified aspect of drug therapy or new drug or a dilemma or controversy in contemporary pharmacotherapy. Other topics may be approved by the AHEC/Region faculty. Students may be assigned topics directly or instructed to identify their own topics, in which case the

topic should be approved in advance by the faculty. The presentation should focus on the specified

topic, review relevant disease demographics, pathophysiology, and therapeutic options. Students should include detailed reviews of two primary literature articles to demonstrate the controversial issues during the presentation; students may be permitted to review only one primary literature article if the topic is amenable to this approach and if approved in advance by their local faculty. Presentations will be evaluated by faculty and possibly other seminar guests using the seminar evaluation form which can be found in the online Experiential Education Manual.

Case Presentation: Students will prepare a 30 minute presentation on a patient case they saw on a rotation. The presentation should include a detailed description of the patient’s course of treatment, a review of the primary disease state and therapeutic options, and a critical review of one primary literature article (depending on the AHEC) that support the therapeutic topic in the case. A guideline for literature review is attached. Presentations will be evaluated by faculty and possibly other seminar guests using the seminar evaluation form which can be found in the online Experiential Education Manual.

Presentation grades will be the average of the evaluation form scores by the AHEC/Region faculty and any pharmacist/resident guests who are asked to provide an evaluation.

AHECs/Regions will incorporate a process for students attending the seminar to complete a peer-evaluation form on the student presentation. Peer-evaluations should provide meaningful positive and critical feedback on the content and presentation style. Peer evaluations will not be incorporated into the grades for the presentation but will be provided to the presenting student for qualitative feedback only.

Professional Development Presentation: Each AHEC/Region will require students to prepare and deliver other types of professional presentations including but not limited to journal clubs presentations, current event reports, “Top 200 drug” reports, clinical pearls, and/or facilitator-led case discussions. Type of presentation is at the discretion of the local faculty and may occur in either semester.

OTHER REQUIRED ACTIVITIES

Seminar schedule and topics will be defined by the individual AHEC/Region, however the following core seminars will be consistent within each AHEC /Region:

o August: Kinetics Review, EBM Review, antibiotic/ID review, basic statistics review (unless recorded sessions are available)

o October: Interview/CV Preparation o March: Preparing for the Boards (unless a recorded session is available)

See AHEC/Region faculty for individual AHEC/Region seminar course schedules.

SEMINAR ASSIGNMENT AND COMPLETION POLICY Failure to complete assignments on time for unexcused reasons may result in a failing grade for that assignment and will be based upon the discretion of the AHEC/Region faculty.

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ASSESSMENT AND GRADING One Formal Presentation 40 points Professional Development Presentation 20 points Participation 30 points Attitude/Attire/Attendance 10 points Sufficient Progress Towards Completion (fall) and completion (spring) of Required Skills Checklist Pass/Fail AHEC/Region faculty will provide their student groups with guidelines on how “participation” and “attitude/attire/attendance” grades will be assigned locally. You must pass your main formal presentation to pass seminar, regardless if scores on other elements equate to a passing numerical grade. If you fail your formal seminar presentation, you will be given one chance to re-present a revised version of the presentation at a later date in the same semester. This repeat presentation will only be attended by the AHEC/Region faculty and possibly other content experts. The grade you receive on the revised presentation will be averaged with the original failing grade, to give the final presentation grade. If that final presentation grade even after re-presentation is <70%, the presentation will remain as a failing grade, and, per UNC policy, the overall seminar grade will be an “F” also, regardless of other components. A student will only be allowed to repeat one failed presentation for the semester. GRADING SCALE A: 90-100 B: 80-89 C: 70-79 F: < 70 Students who have questions regarding their grade for a particular assignment or presentation must contact the AHEC/Region course coordinator prior to the end of the semester in which the presentation was given. The end of the semester is that which is noted on the School’s academic calendar. POLICY FOR RESOLVING IN GRADES Students who perform satisfactorily throughout the course, but who have assignments outstanding at the time of final grade assignment, will be given a temporary grade of 'IN'--Incomplete. All requirements for completing the course must be met by May 7 for both the Fall (PHCY 491) and the Spring (PHCY 492) seminar courses or the temporary grade of 'IN' will be changed to a permanent grade of 'F'. Permanent grades will not be changed and students will not receive credit for the course.

SPECIAL NEEDS The UN The UNC Eshelman School of Pharmacy is committed to providing reasonable accommodations for all

persons with documented disabilities or accessibility concerns in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. If you have a medical condition, disability, or accessibility concern that may impact your ability to meet the academic demands or requirements of the course, please contact the appropriate office on your campus. Students are required to self-identify for disability/accessibility support.

Chapel Hill based students, contact Accessibility Resources and Services in person at the Student and

Academic Services Building (SASB) Suite 2126, by email at accessibility@unc.edu or via their website

at http://accessibility.unc.edu.

Asheville based students, please contact Disability Services in person at 258 Brown Hall, by phone at

(828) 232-5050, or by email at disabilityservices@unca.edu.

PLAGIARISM AND REFERENCING We encourage you to use a variety of information resources to support your assignments, but you must give

credit for any and all ideas that are not originally your own. In addition to citing published works, you must also reference any ideas derived from the Internet, lectures or seminars, or personal correspondence. More information on referencing can be found in the following journal article: Requirements for Manuscripts Submitted to Biomedical Journals. NEJM 1997; 336(4): 309-315 (http://content.nejm.org/cgi/reprint/336/4/309.

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ACADEMIC INTEGRITY / HONOR CODE The principles of academic honesty, integrity, and responsible citizenship govern the performance of all academic work and student conduct at the University as they have during the long life of this institution. Your acceptance of enrollment in the University presupposes a commitment to the principles embodied in the Code of Student Conduct and a respect for this most significant Carolina tradition. Your participation in this course comes with the expectation that your work will be completed in full observance of the Honor Code. Academic dishonesty in any form is unacceptable. If a violation is suspected, it may be reported to the Student Attorney General’s Office. If you have any questions about your responsibility or the responsibility of faculty members under the Honor Code, please visit the Office of Student Conduct web site (http://studentconduct.unc.edu), consult the Graduate and Professional Student Attorney General (gpsag@unc.edu), or contact a representative within the UNC Eshelman School of Pharmacy.

OTHER COMMENTS Issues not addressed here or in other official course documents will be resolved according to the discretion of the AHEC/Region course coordinator.

P a g e 7 Adapted from Peeters et al. Am J Pharm Ed 2010;74rt.71

PHCY 491 & 492 Seminar Presentation Evaluation Form

Student Name: Date: Total time of presentation:

Presentation: Therapeutic discussion Case (incl. p.3) Evaluator:

C O

N T

E N

T

Unacceptable (1 Point) Needs Improvement (2 Points) Meets Expectations (3 Points) Exceeds Expectations (4 Points) Points

Introduction Presentation was unrelated to announced purpose of session. No useful introduction to presentation, unclear what the presentation is on.

Some objectives addressed. Minimal opening statement with little mention of relevance or importance of topic to audience.

Most objectives addressed. Introduction present, some relevance in topic given, may state why the topic is important.

Presentation matched purpose and met all objectives. Effective opening that gives relevance to the topic, stating what will be covered and the topic importance.

Max=4

Disease/Disorder Erroneous disease info presented and/or unacceptable imbalance of disease versus drug information.

Too much emphasis on background/disease info compared to drug info, or does not go beyond tertiary data.

Presentation is balanced between disease info versus drug info, with some detail that goes beyond tertiary sources.

Balanced and w/accurate and excellent detail & depth beyond tertiary sources, appropriate for a pharmacist audience.

Max=4

Pharmacotherapy of key drugs in presentation

Drug information is extremely limited or omitted, or what is presented is not relevant or useful.

Some drug information is included, but other important information is missing.

Most drug information is provided and is relevant to the presentation.

Drug information is complete and detailed, including but not limited to MOA, ADME, dosage, indications, ADRs, DDIs, cost and important clinical information.

(Pts x2) Max=8

Appropriateness of selected literature/data in scope of presentation

Selected literature does not support theme of presentation.

Some literature does not support topic and some information was not balanced.

Selected literature mostly supports topic and most information was balanced.

Selected literature completely supports topic and was well balanced.

Max=4

Presentation of study methodology/endpoints; includes an interpretation of statistics as appropriate

Studies poorly outlined leading to confusion and/or inappropriate endpoints/outcomes presented and discussed.

Study outline needs improvement; relevant information hard to discern (ie, too much/little data provided) or not emphasized.

Outline of study method/results appropriate; most relevant data and endpoints described.

Studies outlined succinctly and thoroughly and pertinent data and endpoints emphasized.

Max=4

Critique of study conclusions and limitations

Inappropriate conclusions from presented data and/or no critiques or limitations included.

Superficial conclusions; critique of study limitations provided with no explanation of impact on conclusions. Context with similar literature not given.

Study conclusions could be more thorough: attempted to provide critique with limitations and explanation. Context with similar literature is limited.

Conclusions thorough and appropriate for studies; thoughtful critique/limitations provided. Placed in context with similar literature

Max=4

Analysis, application in practice, and place in therapy

Did not address a specific setting or perspective. Place in therapy is not described.

Superficially addressed setting and/or perspective. Place in therapy is not clear.

Addressed both contemporary and future practice; perspective limited. Place in therapy is described.

Addressed both contemporary and future practice; gave well thought-­­ out, detailed recommendations on how to apply information. Place in therapy is clearly described.

(Pts x2) Max=8

Organization and flow Many points left out; talk was very disorganized.

Majority of points glossed over; insufficient depth; difficult to follow talk due to disorganization.

Majority of points covered adequately; some important points may be unclear; some organization issues.

Thoroughly explains all points; makes essential points obvious; talk well organized.

Max=4

Comments:

Content Subtotal:

Max=40

P a g e 8 Adapted from Peeters et al. Am J Pharm Ed 2010;74rt.71

Unacceptable (1 Point) Needs Improvement (2 Points) Meets Expectations (3 Points) Exceeds Expectations (4 Points) Points C

O M

M U

N I

C A

T I

O N

Transitions between slides and/or topics

Poor transitions, with little connection or anticipation between slides or topics.

Many rough or abrupt transitions.

Demonstrates good transitions for most, but some transitions may need improvement.

Executes very smooth, expert-­­like transitions with excellent anticipation of next slide or topic.

Max=4

Articulation (vocalized pauses/filler words, pronunciation of terms. Rate of speech, volume, enthusiasm, vocal pitch)

“Vocalized pauses” used continuously; many words mispronounced. Unacceptably fast or slow; poorly heard and/or monotone. Shows no interest or negativity toward topic.

Many vocalized pauses; several mispronounced terms. Tendency to be too fast or slow making presentation difficult to understand; significant difficulty in hearing the presentation. Mostly monotone voice.

Occasional vocalized pauses; minor mispronunciations of terms. Fast or slow delivery but minimally affects ability to follow presentation; some difficulty in hearing presentation. Shows positive feelings about topic; some pitch variance.

Few vocalized pauses; rare mispronounced terms. Appropriate pace for understanding; easily heard. Strong positive feeling about topic during entire presentation; effectively emphasizes points.

Max=4

Nonverbal delivery (expressions, composure, mannerisms, posture, and duration)

Deadpan or conflicting expression during presentation; obvious anxiety leading to long pauses or continuously confusing material; no gestures or significant distracting mannerisms. Inappropriate body position/movements. Does not attempt to look at audience. Presentation read like a script. Duration unacceptable.

Occasionally displays a deadpan or conflicting expression; anxiety that affects presentation or speech; regular distracting mannerisms; slumps or shifts regularly. Frequently reads notes. Focuses attention on one particular part of the room, does not scan audience. Duration is much too long or too short.

Pleasant expression through most of the presentation; fairly at ease with little evidence of anxiety; some distracting mannerisms noted; infrequently slumps or shifts during presentation. Notecards used more than necessary. Regularly makes eye contact with someone or a group; occasionally scans audience. Duration is near perfect.

Gives audience clues to what the content of presentation is about; appropriate expression; at ease in speaking, enjoys audience interaction; natural hand gestures; no distracting mannerisms; stands straight up. Refers to note cards only as needed or no notecards used. Good eye contact with entire audience; regularly scans room. Duration is perfect.

Max=4

Slides/handout effectiveness/references

Slides so poorly constructed that they detract from presentation – too many words, lines or sentences; graphs/tables not described; poor, disorganized, or hard to read; many spelling/grammar errors. No references listed on slides or in handout. Handout is unacceptable or lacking.

Many slides ineffective – too wordy lack of variety; graphs/tables not described; handout adds little to presentation; presenter did not refer to or orient viewer to handout or slide when necessary; several spelling/ grammar errors. References listed inappropriately.

Slides are well designed though some color/font selections are not good. Most graphs/tables described. Handout complemented slides but did not always reference at appropriate times; few spelling/grammatical errors. Occasional reference missing/inappropriate format.

Effective slides which enrich the presentation and are easily read; graphs/tables used and described/ explained throughout; handout enhanced presentation, discussion related to bullets, keeps audience engaged; no spelling/grammatical errors. References formatted appropriately throughout.

Max=4

Question answer ability Avoided questions or gave incorrect responses.

Attempted to answer question, but answers extremely superficial and did not repeat question.

Attempted to answer questions but answered somewhat vaguely; repeated questions for audience.

Repeated questions for audience and answered questions appropriately.

Max=4

Comments:

Communication Subtotal:

Max=20

Content Subtotal + Communication Subtotal =Total Score (out of 60 points) = %

[For case presentation-­­-­­total score on page 3 only]

P a g e 9 Adapted from Peeters et al. Am J Pharm Ed 2010;74rt.71

Unacceptable (1 Point) Needs Improvement (2 Points) Meets Expectations (3 Points) Exceeds Expectations (4 Points) Points P

A T

I E

N T

C

A S

E

History of present illness and clinical course

No background information provided. Minimal data addressed that had no bearing on patient problems. Chronological events of hospital course and/or outpatient visits omitted entirely.

Some background information reported, but other key pieces of information omitted. Pertinent data addressed, but too little or too much irrelevant data discussed which makes accurate assessment difficult. Some events listed, but chronology hard to follow and some key events omitted.

Most background information reported. Pertinent data addressed, but some data omitted that would aid in accurate assessment. Chronological events documented, but some relevant events omitted.

All background information, including, but not limited to, CC, HPI, PMH, FH, SH, PE discussed. All pertinent data (labs /vitals /imaging) included to make accurate assessment. Chronological events of hospital course and/or outpatient visits summarized in concise and organized fashion.

Max=4

Medications Current medications are omitted or contain incomplete data (lacking dose, route, frequency). No discussion of medication changes over course of hospitalization or ambulatory care encounter.

Current medications discussed, but minimal description of medication changes made or recommended over the course of hospitalization or ambulatory care encounter.

Current medications discussed. Medication changes made or recommended for primary problem are summarized, but other medications not addressed or not organized in a way that makes it easy to follow the changes over time.

Current medication and medication changes made or recommended during hospitalization or ambulatory care encounter are summarized in a concise and organized fashion. All medication changes (whether for the primary problem or other problems) addressed.

Max=4

Assessment of patient and care plan Information of the patient and care plan is extremely limited or omitted. No explanation or critique of drug therapy is provided.

Provides some relevant information of the patient and care plan, but other important information is missing. Minimal critique and explanation of drug therapy implemented.

Provides most of the relevant information of the patient and care plan. Attempted to provide explanations and critique of drug therapy implemented, but could be more thorough.

Provides all relevant information of the patient and care plan. Provides explanation and thoughtful critique of drug therapy implemented, including alternative medications when appropriate.

(Pts x2) Max=8

Patient case related to topic/literature Patient and topic discussions are entirely separate, with no relation or connections provided during the presentation.

Infrequently relates patient information to the topic or literature presented. Minimal insight into connections between the patient and topic.

Frequently relates patient information to the topic or literature presented elsewhere. Some insight into connections between patient and topic.

Clearly and consistently relates patient to topic or literature information in presentation. Insightful connections clearly expressed.

Max=4

Comments:

Patient Case Subtotal:

Max=20

Content Subtotal + Communication Subtotal + Patient Case Subtotal =Total Score (out of 80 points) = %

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OUT-OF-AHEC SEMINAR ATTENDANCE FORM

P = Participation A = Attire A = Attitude

Student Name:

AHEC APPE Rotation Site Seminar Date

Signature of Seminar Moderator

P +/-

A +/-

A +/-

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REQUIRED SKILLS CHECKLIST

(REVISED 6-26-15)

SKILLS CHECKLIST RATING DEFINITIONS Achieved (A): The learner demonstrates proficiency consistent with independent entry to practice and is

able to perform consistently without oversight/guidance/intervention by the preceptor. Progressing (P): The learner's skill is developing and moving toward proficiency, but (s)he does not

consistently perform at a level required for independent entry to practice. Limited oversight / guidance / intervention by the preceptor is still necessary.

Needs Improvement (NI): The learner is neither proficient nor progressing on-track to achieve a level of proficiency expected for entry into independent practice. Continuing oversight/guidance/intervention by the preceptor is necessary.

Each student must successfully complete a number of practical pharmacy-based skills by the end of the py4 year. the list of required skills should be reviewed with your preceptor at the beginning of each rotation and then weekly. when you have successfully completed one of the skills and your preceptor feels you are proficient in that skill, the preceptor checks and initials the “achieved” box. if your preceptor feels you still need to practice with the skill or need repeated practice at the skill he/she checks and initials the “needs improvement” or “progressing” box. You should then practice that skill on subsequent rotations until you have successfully mastered it. Skills marked as “achieved” should still be practiced and reviewed when the opportunity exists.

Be aware that preceptors reserve the right to “demote” previously achieved competencies to “progressing” or

“needs improvement” if the student no longer demonstrates competence in this area. in this case, students must re-achieve these competencies on a future rotation or demonstrate competence to experiential faculty.

The checklist must be completed by the end of the py4 year. There will be ample opportunities for you to complete

the checklist during your 4th year.

Important Note: if a specific skill is not available during a rotation you may notify your experiential faculty member

for assistance. You may ask to demonstrate this skill to the experiential faculty or during a seminar to satisfy the requirement.

Some skills have been identified regarding the practice experience in which they may be more easily accomplished: (AC) advanced community; (AH) advanced hospital; (AM) adult acute care or clinical specialty; and (PC) primary/ambulatory care. Some skills may be completed during elective rotations as well.

Students are expected to achieve the following waypoints: ≥30% P or A at the end of November

≥70% P or A at the end of February

≥100% A at the end of April

The AHEC/Region faculty will emphasize the value, process and expectations associated with the skills checklist during the orientation meeting with students as they begin the rotation year.

In November the student will schedule a meeting with the experiential faculty to review the skills checklist and assure that the first waypoint has been achieved.

If this does not occur or if this waypoint is not met, the student must formulate a written plan, to be submitted to the experiential faculty in January, to assure that all skills are accomplished during the remaining time.

Students who do not meet the November waypoint will schedule a meeting with the experiential faculty at the end of February to show that the plan is on track and meets the 70% waypoint noted above.

If this does not occur or if the standard is not met, the student’s information will be forwarded to the progressions committee for consideration/action. If 100% is not completed by the end of April, the student will not be processed for graduation.

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APPE SKILLS CHECKLIST

Patient Encounter Skills

Pharmacotherapy Planning and Implementation (Outcomes 1, 7, 9)

Rotation Needs Improvement

Progressing Achieved

1. Assess a patient medication profile AC, AH, AM, PC

2. Complete a medication history/medication

reconciliation

AC, AH, AM, PC

3. Identify and prioritize major medication- related

problems

AC, PC, AM

4. Present relevant patient data in a concise and

meaningful fashion.

AC, PC, AM

5. Prepare a pharmacotherapeutic plan and write-

up (SOAP or FARM note)

AC, PC, AM

6. Prepare a pharmacokinetic plan and write-up PC, IM

7. Prepare a medication action plan or medication

reconciliation document for a patient

AC, PC, AM

8. Identify patients’ need for vaccinations AC, PC, AM, AH

9. Counsel a patient and/or caregiver on

medications

AC, PC, AM, AH

Physical Assessment –may be completed with a preceptor, a physician, a physician assistant, or nurse practitioner (Outcome 1 )

Rotation Needs Improvement

Progressing Achieved

1. Measure blood pressure AC, PC

2. Take a pulse AC, PC

3. Take a respiratory rate PC, AM

4. Check for peripheral edema PC, AM

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5. Perform monofilament testing AC, PC, AM

6. Demonstrate correct use of a blood glucose meter or other point-of-care meter to a patient

AC, PC

Assessment/ Consideration of Special Populations (Outcomes 1, 9)

Rotation Needs Improvement

Progressing Achieved

1. Calculate an ideal body weight

AC, PC, AM, AH

2. Calculate a pediatric ideal body weight

AC, PC, AM, AH

3. Calculate an adjusted body weight

AC, PC, AM, AH

4. Calculate a creatinine clearance AC, PC, AM, AH

5. Calculate a pediatric creatinine clearance AC, PC, AM, AH

6. Calculate a BMI AC, PC, AM, AH

7. Calculate a pediatric BMI AC, PC, AM, AH

8. Calculate BSA AH, AM 9. Given serum concentrations and appropriate

patient data, design an empiric dosage regimen and follow-up regimen for the following drugs:

a. Aminoglycoside (traditional and extended interval dosing)

AH, AM

b. Vancomycin AH, AM

c. Phenytoin AH, AM 10. Adjust/recommend warfarin dosage AC, PC,

AM, AH

11. Adjust / recommend insulin dosage AC, PC, AM, AH

12. Recommend appropriate dosage adjustments for patients with renal or hepatic impairment

AC, PC, AM, AH

Medication Preparation and Administration (Outcome 1 )

Rotation Needs Improvement

Progressing Achieved

1. Demonstrate proper SQ and IM injection technique /Teach a patient to self-administer injections (e.g. insulin, immunizations)

AC, PC

2. Teach or observe a patient on the use of a nasal inhaler

AC, PC

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3. Teach or observe a patient on the use of eye drops or other ophthalmic topical product

AC, PC

4. Counsel a patient on the use of a transdermal patch

AC, PC

5. Demonstrate proper aseptic technique with IV admixtures

AH

6. Teach or observe a patient on the use of an oral inhaler

AC, PC

Practice-Management Skills (Outcomes 1, 2, 3, 5, 7)

Rotation Needs Improvement

Progressing Achieved

1. Maintain an adequate patient profile – Community / Long term care / ambulatory care

AC, PC

2. Maintain an adequate patient profile – Hospital

AM, AH

3. Prepare a drug review for a P & T committee or prepare a new drug review

4. Take part in a medication use evaluation or discuss process with preceptor

5. Prepare or be able to prepare a FDA MedWatch report

AH

Professional Communication and Leadership Skills (Outcomes 7, 8, 9)

Rotation Needs Improvement

Progressing Achieved

1. Prepare a handout for a case presentation AC, PC, AM, AH

2. Present a case presentation AC, PC, AM, AH

3. Prepare a handout for a topic presentation AC, PC, AM, AH

4. Prepare a patient information sheet AC, AH, PC

5. Prepare a written response to a drug information request

AC, AH

6. Prepare one article for a pharmacy newsletter AH 7. Prepare an article at a journal club AC, PC,

AM, AH

8. Present an inservice to healthcare professionals AC, PC, AM, AH

9. Participate in a service learning project (health education program for a community group or patient education brochure)

AC, PC

15

Seminar Grading and Reporting Form

Please report grades as a letter grade

(SUBMIT TO OEE BY EMAIL) Student Name ______________________________________ Academic Year ___________________ AHEC __________________________________ Person Completing Form ________________________

Grading Scale: A = 90-100 B = 80-89 C = 70-79 F = <70

Minimum Requirements - Fall MAX POINTS Points Awarded

One Formal Presentation 40

Other Professional Development Presentation* 20

Required Skills Checklist (completion) Pass/Fail

Attitude/Attire/Attendance 10

Participation 30

Total points/semester grade 100

Comments:

Minimum Requirements - Spring MAX POINTS Points Awarded

One Formal Presentation 40

Other Professional Development Presentation* 20

Required Skills Checklist (completion) Pass/Fail

Attitude/Attire/Attendance 10

Participation 30

Total points/semester grade 100

* Depending upon this particular assignment, you may modify the maximum points available to between 10 and 20, and increase the points for the formal presentation by a comparable number. For example, you can make the maximum for the other presentation equal to 15, and then make the maximum for the formal presentation equal to 45.